Research has shown that the way information is processed depends on the learner motivation and the environment to some extent. In the last 20 years, research in the field of learning patterns has identified several ways of information-processing (e.g., Biggs, 1987; Entwistle, 1988; Marton & Sa ¨ ljo ¨, 1984; Pask, 1988; Vermunt, 1992). With the exception of Pask’s research (1988), whose topologies differ from those of other researchers, two broad characteristics in information-processing are recurrent in relevant research. The first is referred to as surface-level processing, and comprises information-processing strategies such as memorizing, repetition, and analyzing. The second is referred to as deep-level processing, and comprises information-processing strategies such as relating, structuring, and critical thinking. Inspection of the strategy descriptions in both information-processing modes reveals that conceptually, a sense of self regulation is embedded in each information-processing mode. More specifically, students who tend to stick to and memorize the material presented to them by the teacher (a characteristic of the surface-level approach; Schmeck, Geiser-Bernstein, & Cercy, 1991) rely on a form of external regulation. In contrast, students who process knowledge critically by thinking along with authors, teachers, and fellow students, thus verifying the coherence between the knowledge presented and their prior knowledge (a characteristic of deep-level processing; Vermunt & Verloop, 1999) show initiative and are likely to be more self-regulating. A preference for surface-level processing is related to a need for external regulation of the learning process (by teachers or peers). A preference for deep-level processing is related to self-regulation of the learning process. The theory of self-regulation is also referred to as inductive learning which focuses on meta-cognition aspects of the learning process. Motivation is an important aspect in the learning process. The Interactive Learning group System (ILS) also promotes self-regulation/inductive learning while diminishing the students’ dependence on the teacher.
Evidence shows that Intellectual ability and meta-cognition are two important determinants for learning (Veenman, 1993). Intellectual ability is regarded as the acquired repertoire of general cognitive skills that are available to a person at a particular point of time (Humphreys, 1968; Snow & Lohman, 1984). As Anderson (1996, p. 356) phrased it, ‘‘intelligence is the simple accrual and tuning of many small units of knowledge that in total produce complex cognition. Meta cognitive skills and intellectual ability are distinct concepts. First, meta-cognitive skills appear to be applicable over a wide range of tasks (cf. Veenman & Verheij, 2003), while mental abilities, such as verbal ability and inductive reasoning, apply to a smaller range of tasks (Schraw, 1998; Sternberg, 1988). Second, evidence implies that the frontal lobes of the brain are of critical importance for human meta-cognition (Metcalfe, 1996; Shimamura, 1996, 2000). The article “The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory”, explains further about the relation between intellectual ability and meta-cognition, as well as the theory of inductive learning.
Reference
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Frans J. Prins, Marcel V.J. Veenman, Jan J. Elshout. Learning and Instruction, Volume 16, Issue 4, August 2006, Pages 374-387. Retrieved from http://www.sciencedirect.com.ezp.waldenulibrary.org/science?_ob=ArticleURL&_udi=B6VFW-4KPFKGM-3&_user=7754736&_coverDate=08%2F31%2F2006&_alid=1752462925&_rdoc=1&_fmt=high&_orig=search&_origin=search&_zone=rslt_list_item&_cdi=6021&_sort=r&_st=13&_docanchor=&view=c&_
